Abstract
<p class="apa">The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant.</p>
Highlights
Development of any society depends on the quality of education in the community
The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant
The variables of academic optimism, non-interventionist style, interactionist style and interventionist style were measured at interval level and to test of hypotheses Pearson’s correlation coefficient was used
Summary
Development of any society depends on the quality of education in the community. Education is as a widespread and pervasive system and is a fundamental element of modern society. Learning and teaching will not be effective unless it is in a class that is well managed. At an inappropriately-managed classroom, students and teachers will be damaged and students learn less than what is intended. A well-managed classroom provides an environment that in which teaching and student learning will flourish the students. Amirnezhad (2010) believes that classroom management is one of the factors that teachers, administrators, and policy makers in education consider it as a main and important issue, that has been considered from past as a complex issue to improve the academic quality. Safavi (1948) considers the classroom management as leading the classroom through curriculum, organization of work and resources, organizing the environment to enhance the monitoring of student progress and predicting potential www.ccsenet.org/ies
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